must be educated not only thru books, but by doing things with the hand-by industrial training. And not only is industrial training important for Indians, but it is also equally essential to the best results among white people. Working with the hands develops character and mental strength. Several centuries ago the villagers of England were skillful and artistic smiths and artisans, and made all their implements. During that period they were the mental giants of the age.

III. DR. A. E. WINSHIP, EDITOR, JOURNAL OF EDUCATION, BOSTON Systematic education is useful only as a preparation for the school of life. The test of what a boy accomplishes in school is what he proves to be on the street. No school is good that sends bad boys on the street. This is equally true in the city and country, in the parochial and Indian school. The test of work among the Indians must always be the industry, thrift, and character of the Indians. The way they learn in the school of life determines what they have learned in the organized school. It is useless for anyone to teach the Indians who does not believe that they can be fully prepared for the school of life.

IV.

MOST REVEREND JOHN IRELAND, ARCHIBISHOP OF ST. PAUL

I have always believed that the general intention of the national government in regard to the Indian was for fairmindedness and justice. But not always, in the westward rush of population, was the government able to see that its kindly intentions were faithfully carried out. Today, as at no previous time, the American people have the consciousness of their duty to the Indian. The intentions, both of the people and of their government, are the best. The amelioration of the condition of the Indians is earnestly sought out. Educational agencies are set to work; money is spent without stint. We are encouraged to look forward with bright hopes to excellent results. May we not be disappointed! I honor you, ladies and gentlemen, teachers in the Indian schools : you are engaged in a great and noble work. The future of a whole race is in your hands.

It is well for him to know

The Indian needs a practical education. that he must live as the white man, and, consequently, that he must learn to work. He must be taught industry. The love of work is at the basis of all civilization. Tell me how much a people love work, and I will tell you how high they may rise. Teach the Indian to love work, to love the kind of work that is before him, to learn how to do it; how to beget in himself a sense of self-reliance.

Teach the boys a trade of some kind; teach them farming, which, of

Teach the girls the which they should

course, is for them the most important trade of all. ordinary industries for which they are fitted, and practice. I believe that teaching the girls will do more for the elevation of the race than teaching the boys. Let the spirit of the home be what it should be, and the father, the brother, the son, will be all right. Teach the girls to take care of the home, to make it attractive. Teach them cooking; teach them neatness; teach them responsibility. Teach the girls to milk the cow, to care for it, and to make butter; teach them to have a vegetable garden and to rear poultry; teach them how to serve a nice appetizing meal for the family do this and you will have solved to

a large extent the question of Indian civilization.

Teach your pupils good morals. At the basis of all social elevation, of all civilization, there must be good morals; else, the structure you fain would build is in the air without support upon which to rest, and it quickly topples over and is shattered to pieces.

How useful, how necessary to good morals indeed to all elements in a true civilization religion is I need not strive to prove. It is not the province of instructors in the employment of the government to teach formally religion. This much they should do to inspire respect and love for the fundamental principles that underlie religion, for the feelings of the soul that are its life's blood. This they should do —— as the government does allow pupils free access to authorized teachers of religion, never encroaching upon the rights of individual conscience, never discouraging, always encouraging, fidelity to the voice of con

science. There is no conflict, there should be none, between church and government. Church and government have each a special sphere, that of the one helps the other; both tend to the greater good of the wards upon which love and labor are being spent.

V. HON. ALFRED BAYLISS, SUPERINTENDENT OF PUBLIC INSTRUCTION OF ILLINOIS

"If you know how, teach them (the boys) to be good workers," pleaded an eloquent Indian orator, addressing an assembly of teachers. "One typical thing in the modern school movement is that which passes under the name of 'manual training,'" says Mr. Dewey.

Teach the Indians to become good citizens. Home-making, cleanliness, beauty of person and surroundings, cooking, sewing, sawing, driving nails, industry, economy, accumulation of capital, are elements in good citizenship. The young Indians should be trained to these, and somehow be made to feel that they are citizens of this country and as such have duties as well as rights under the law which as mere wards of the government they did not have. Because home is the fundamental institution of civilization, and vocation the fundamental condition of good

citizenship, I would impress them very strongly with the idea that when lands are allotted to them in severalty they should hold fast to their titles. Teach them that the "finest country in the West," as the young orator I have referred to termed Indian Territory, should be held by the people to whom it belongs. I would saturate them with that idea, for quarter-sections of good land will never be so cheap again.

The significance of the elementary branches as ordinarily taught need not be lost sight of. There, as elsewhere, they are keys and instruments, indispensable to efficient participation in civilization. Like every school, the Indian school should have its library, but more than others it should have its garden, shop, tools, textile industries, and kitchen.

VI.

Z. X. SNYDER, PRESIDENT, STATE NORMAL SCHOOL, GREELEY, COLO.

In determining a course of education for the Indian, it is necessary to study him from the historic and comparative standpoints. It is necessary to study him from the historic standpoint in that it will find his place in the evolution of races--humanity. And it is necessary to study him from the comparative standpoint as it enables the similarities to and differences from other races to be considered. The Indian is living largely in the nomadic and military periods of his life, and self-preservation is fundamental and very persistent in his nature. Between soul and intelligence there is a difference. The soul of the Indian is different from that of the Caucasian, and a generation cannot change it. A generation cannot change the soul of any person much; it may change his intelligence, but it takes generations to work intelligence up to soul. The fundamental impulses in a human being, the Indian as well as any other, are self-preservation, activity, wonder, wander, ownership, knowledge, and sympathy. In the training of the Indian his nature should be considered; not only the nature of his soul, but the nature of his impulses. Industrial education should be the central notion in his training, and should include the useful trades, the native handicrafts, farming, and nature study. In the training of the intellectual nature the industrial work is very important in conjunction with such literature as touches his sympathies; while in the training of his social nature, give him a chance to do the things that he likes that are helpful to others, and have him plan with others.

One who attempts to teach an Indian should be filled with the spirit and love of humanity, and be able to merge his life into that of the Indian. He must live with the Indian and must be an Indian in spirit,

that the true process may go on. The government should establish normal schools especially organized to prepare teachers for the Indian service.

VII. AUGUSTUS S. DOWNING, PRINCIPAL OF TRAINING SCHOOL FOR TEACHERS, NEW YORK CITY

In discussing the Indian question we must use the positive and definite information which we have in regard to what is being done.. The question in my mind is whether or not, in the attempt that is being made to civilize the Indian, we are trying to make a white man of him instead of developing in him as an Indian that which is best. I cannot see any reason why an Indian should not be proud that he is an Indian. I believe in work. I believe in teaching the Indian to work; but I believe in teaching him to work among and with his own people, within his own surroundings. Don't undertake to remove the Indian from the reservation and put him into some civilized community. Leave him where he is and give him a chance to be a great big man, a great Indian among his people, rather than a great politician among the white people. Let the Indian woman endeavor, not to be the highest society lady among the whites, or the most beautiful dancer, but the most graceful, loving Indian wife, or Indian sister, or Indian mother on the reservation.

We often hear that the government is doing too much for the Indian -giving him land and schools and making him a lazy man. The government is doing too much for the Indian only when it undertakes to put upon him the peculiar civilization of the white man. I thank God that it is the good fortune of the Indians to have placed in charge of Indian education a woman who believes that the Indian should be taught those things which will make him more useful as a worker among his own people; that will enable him to contribute something to the wealth of his particular nation-not necessarily wealth of money, but wealth of life. If the Indian boy can be taught to do something in the right way, so that his life will be richer and the life of his nation will be richer for his having lived, a great work will have been accomplished for him.

ROUND TABLE CONFERENCES

SUPERINTENDENTS' CONFERENCE

[ABSTRACTS OF DISCUSSIONS]

HOW TO IMPRESS ON THE INDIAN'S MIND THE USE AND VALUE OF MONEY

JAMES STALEY, SUPERINTENDENT, YANKTON INDIAN SCHOOL, SOUTH DAKOTA No tribe or group of people has ever acquired habits of thrift while given a gratuitous support. The colonies established by Baron Rothschild in Palestine, where homes and money were furnished the settlers, and by Montifiore in North Dakota, where there was

tillable land in abundance, and money furnished to aid in building houses, both ended in failure. Contrast these with the Salvation Army colony established by Booth Tucker in Colorado, where each man was required to pay interest on all money borrowed, the principal to be paid back in ten years. At the end of three years many had paid for their homes. Why this difference? Because in the latter case the people knew that their future welfare depended on their own efforts, and not upon the munificence of others. The pursuance of the policy adopted by the office of Indian affairs during the past year has been productive of more good than all the theories that have been advanced during the last century. The man who shovels gravel all day to earn a dollar and a quarter needs no instruction as to the "value of a dollar," or the "use of money."

THE PRESENT SYSTEM OF EMPLOYING INDIANS IN THE SERVICE UPON NON-COMPETITIVE EXAMINATION IS UNWISE

CALVIN ASBURY, SUPERINTENDENT, WESTERN SHOSHONE INDIAN SCHOOL, NEVADA

In our treatment of the Indian I think it is our duty to do for him what will tend most to the development of his independence and courage to meet the difficulties of life as he he finds it; and we hold that this can never be done so long as he is treated differently from other men by reason of his being an Indian. A position in the Indian service is the goal to which many young Indians, men and women, have looked while going thru school, and this position they have expected to secure by their blood rather than by their preparation. To any such, an irreparable injury has been done by diverting them from the noble end of striving to meet the world as men and women and not as pampered Indians. The standard and requirements for positions in the service should be the same for the Indians as for the whites. The employe should be chosen and retained solely with a view to his inclination and ability to render efficient service.

THE CONDUCT OF INDUSTRIAL DEPARTMENTS

GASPAR EDWARDS, SUPERINTENDENT, PONCA INDIAN SCHOOL, OKLAHOMA Farming and stock raising is the all-important subject for the Indian. It is the primary and primeval occupation of man. It is the only resource of at least nine-tenths of the Indians. All of his property is land and live stock. He should be expected to utilize his own property first.

The work as laid out in the course of study can be supplemented in reservation schools very nicely and very profitably. The individual work at school is excellent for younger pupils. But in many places market for garden vegetables is poor, and the larger boys need something more profitable. Why not send him direct to his own farm? If that is too far, rent it and lease land near the school. If land can possibly be had, each large boy should be required to cultivate a moderately large crop. Require the same that is required of him on the school farm. This will give him some returns for his labor. After a pupil is worth more than his board and clothes, he should be paid for it. Keep them at school, furnish them employment, drop them from the gratis-roll, compel them to work, and let them bear their own expenses. That would be real training in economy.

To secure economy and thrift, let there be furnished competent industrial employes; let the superintendent hold the employe responsible for all waste; inspect him closely on this point; require an account kept in each industrial department for materials used, salaries, allowance for pupils' services, tools, etc. Set against that the output of that industry. Close the account at the end of each quarter. If the accounts show a loss for the entire year, without good cause, it is time something should be done.